Basic Knowledge:
The first component of my teaching philosophy is to help my students acquire the basic scientific knowledge and terminology they will need to succeed in subsequent coursework or with their graduate research. While lecture, recitation, and readings are necessary for students to incorporate certain terms, concepts, and theories into their knowledge set, I intend to make the overall learning process as interactive as possible. I believe that students learn best when there is a dynamic exchange between teacher and student, such that students contribute to the classroom experience as much as the professor. Students will be encouraged to engage the professor just as the professor actively engages the students.
Communication:
The second component of my teaching philosophy is to enable and encourage students to communicate their acquired knowledge effectively, both orally and in writing. Not only will assignments such as research papers, lab reports, and study questions (weekly question sets which review recent material) encourage effective communication, but students will be required to use the language of a scientist while in class. All too often, I have found that students (especially undergraduates) avoid using discipline-specific language when discussing an important concept such as Hardy-Weinberg equilibrium or evolution by natural selection. I expect and require that my students use specific terms such as 'change in gene frequencies over time'' when in class. While it may take some time for students to discontinue their use of ambiguous or general statements, their use of specific terminology when in class enables them to communicate their knowledge more effectively on an exam or in a lab report.
Critical Thinking:
The final component of my teaching philosophy is to promote critical thinking, such that students are able to make connections between what they learn in my classroom and other classes that they may be taking or their research project. In addition, I intend to encourage students to see the relevance of what they are learning in the classroom to the world at large. For undergraduates, these critical thinking skills will be fostered by using real world examples of evolution within the classroom (e.g. the problem of antibiotic resistance) as well as by asking students to problem solve case studies on biodiversity, pesticide or antibiotic resistance, or endangered species management. In addition, students will be encouraged to explore research opportunities. While the overall goal is to promote critical thinking in undergraduates, I hope that this process will result in citizens (of the University and of regional and global communities) that are scientifically literate and appreciative of the role that science plays in their lives.
